Gamificación en el proceso enseñanza-aprendizaje del cálculo diferencial en los estudiantes de la Facultad de Ciencias Pecuarias de la Escuela Superior Politécnica de Chimborazo.

Abstract

The research aims to improve the teaching-learning process in the subject of differential calculus in students of the Faculty of Livestock Sciences of the Escuela Superior Politécnica de Chimborazo, for which a gamified didactic strategy was designed and applied in the MOODLE platform in an online and virtual eLearning environment. The study is framed in the type of applied or empirical research with a quantitative approach of descriptive, causal explanatory scope, as for the research design is experimental quasi-experimental type, two groups of studies have been taken, a group called experimental to which the gamified strategy was applied and another control group with the current didactic method. In the research process, techniques such as the test and the survey were applied, to know the differences in the learning level, comparing the tests of the experimental and control groups, in the same way, a survey was applied to the experimental group to know the perception that the students have according to the application of the gamified strategy through the dimensions of the extended TAM model. It is concluded that the gamified didactic strategy improves the significant learning of derivatives according to the percentage difference between the experimental and control groups, the learning of derivatives has improved by 39.10% with the application of the gamified didactic strategy. Also, the acceptance and use of the gamified strategy shows that students show interest in the subject, since they are intrinsically and extrinsically motivated, due to the perceived ease of use of the platform, the usefulness, the perceived enjoyment, interest, and technical quality of the system.